Key Ideas and Details Ask and answer questions about key 1 details in a text. Read and identify three details in the story., The Hat, TE 1-1 Theme 1 1a (Sept) Craft and Structure Identify words and phrases in stories or poems that suggest feelings or appeal to 4 the senses. listen, respond, and name the words in a story that describe feelings., The Hat, TE 1-1 Theme 1, Big book: Sometimes 1a (Sept) Range of Reading and Level of Text Complexity 10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. read for fluency and comprehension. The Hat, TE 1-1 Theme 1 1a (Sept) understanding of the organization and basic Print Concepts 1 features of print. Speaking and Listening Awareness 2 Awareness 2a Comprehension and Collaboration 1 understanding of spoken words, syllables, and sounds (phonemes) Distinguish long from short vowel sounds in spoken single-syllable words. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. identify and create the telling parts of sentences. to identify phonograms -ap, -at to generate short vowel /a/ participate in discussions about different things that friends do together., The Hat, TE 1-1 Theme 1, The Hat, TE 1-1 Theme 1, The Hat, TE 1-1 Theme 1 The Hat, TE 1-1 Theme 1 1a (Sept) 1a (Sept) 1a (Sept) 1a (Sept)
Comprehension Ask and answer questions about key details in a text read aloud or information listen, respond, and name, The Hat, TE 1-1 Speaking and and presented orally or the words in a story Theme 1, Big book: Listening Collaboration 2 through other media. that describe feelings. Sometimes 1a (Sept) conventional spelling for words with common spelling patterns and for spell words with short vowel /a/ a and using frequently occurring phonograms -ap and - The Hat, TE 1-1 Standard English 2d irregular words. at Theme 1 1a (Sept) Key Ideas and Details 3 sentence-level context as a clue to the write meaning of a word or high frequency words in story context. Describe characters, settings, and major events in a story, using key details. listen and recall different ways the character feels based on the details. The Hat, TE 1-1 Theme 1 Sam and the Bag, TE 1-1 Theme 1: Big book; Sometimes 1a (Sept) 1b (Sept) Integration of illustrations and details in a story to make Knowledge and describe its characters, predictions based on Ideas 7 setting, or events. what they read. Range of Reading and Level of Text Complexity 10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. read for fluency and comprehension. Sam and the Bag, TE 1-1 Theme 1 1b (Sept) Sam and the Bag, TE 1-1 Theme 1 1b (Sept)
Make connections between self, text, and the world around them Students make Sam and the Bag, TE Responding to (text, media, social 11 interaction). predictions based on personal experiences. 1-1 Theme 1: Big Book:Sometimes 1b (Sept) Print Concepts 1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). identify sentences. Sam and the Bag, TE 1-1 Theme 1 1b (Sept) Awareness Phonics and Word Recognition Speaking and Listening Speaking and Listening Comprehension and Collaboration 2a 3f 1a Comprehension and Collaboration 2 Distinguish long from short vowel sounds in spoken single-syllable words. Read words with inflectional endings. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Ask and answer questions about key details in a text read aloud or information presented orally or through other media. to generate short vowel /a/ to identify inflection -s listen attentively while another is sharing sentences about what things they like to do (author's chair). listen and recall what the story is about. Sam and the Bag, TE 1-1 Theme 1 1b (Sept), Sam and the Bag, TE 1-1, Theme1 1b (Sept) Sam and the Bag, TE 1-1 Theme 1 1b (Sept), Sam and the Bag, TE 1-1 Theme 1, Big Book:Sometimes 1b (Sept)
conventional spelling for words with common spelling patterns and for frequently occurring spell words with short vowel /a/ a and using Sam and the Bag, TE Standard English 2d irregular words. inflection -s 1-1 Theme 1 1b (Sept) sentence-level context as a clue to the write meaning of a word or high frequency words in story context. Sam and the Bag, TE 1-1 Theme 1 1b (Sept) Informational Key Ideas and Details 3 Responding to 11 Range of Reading and Level of Text Complexity 10 Awareness 2 Awareness 2a Describe characters, settings, and major events in a story, using key details. Make connections between self, text, and the world around them (text, media, social interaction). With prompting and support, read informational texts appropriately complex for grade 1. understanding of spoken words, syllables, and sounds (phonemes) Distinguish long from short vowel sounds in spoken single-syllable words. to recall details about characters,place,or events in a story. discuss what details in the story are real and what details in the story are make believe. sequence events/summarize to help them better orderstand the story. to identify phonograms -ill, -it to generate short vowel /i/, Ants, TE 1-1 Theme 1 2a (Oct) Ants, TE 1-1 Theme 1 2a (Oct) Ants, TE 1-1 Theme 1 2a (Oct), Ants, TE 1-1 Theme 1 2a (Oct), Ants, TE 1-1 Theme 1 2a (Oct)
Comprehension Ask and answer questions about key details in a text read aloud or information to recall details about Speaking and and presented orally or characters,place,or, Listening Collaboration 2 through other media. events in a story. Ants, TE 1-1 Theme 1 2a (Oct) Speaking and Listening Comprehension and Collaboration 2 Standard English 2 Standard English 2d Key Ideas and Details 2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. command of the conventions of standard English capitalization, punctuation, and spelling when writing. conventional spelling for words with common spelling patterns and for frequently occurring irregular words. sentence-level context as a clue to the meaning of a word or Retell stories, including key details, and demonstrate understanding of their central message or lesson. listen and share their thoughts about the story. recognize and read contractions with 's, Ants, TE 1-1, Theme 1, Big Book:All I Am 2a (Oct) Ants TE 1-1 Theme 1 2a (Oct) spell words with short vowel /i/ i and using phonograms -ill and -it and contraction 's Ants, TE 1-1 Theme 1 2a (Oct) use high frequency words in sentences. sequence a story in the order in which events happen. Ants, TE 1-1 Theme 1 2a (Oct) Jack and Rick, TE 1-1 Theme 2 2b (Oct)
Integration of Knowledge and Ideas 7 illustrations and details in a story to describe its characters, setting, or events. describe characters in a story through an interactive story response. Jack and Rick, TE 1-1 Theme 2 2b (Oct) Integration of illustrations and details in a story to make Knowledge and describe its characters, predictions based on Ideas 7 setting, or events. what they read. Jack and Rick, TE 1-1 Theme 2 2b (Oct) Range of Reading and Level of Text Complexity 10 Responding to 11 Print Concepts 1a Awareness 2 With prompting and support, read prose and poetry of appropriate complexity for grade 1. Make connections between self, text, and the world around them (text, media, social interaction). Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). understanding of spoken words, syllables, and sounds (phonemes) read for fluency and comprehension. create mental images of what they are reading to make connections. identify sentences. Jack and Rick, TE 1-1 Theme 2 2b (Oct) Jack and Rick, TE 1-1 Theme 2 2b (Oct) Jack and Rick, TE 1-1 Theme 2 2b (Oct) to identify, Jack and Rick, TE 1-1 phonograms -ick, -ink- Theme 2 2b (Oct)
Phonics and Word Recognition 3a Know the spellingsound correspondences for common consonant digraphs. to identify digraph /k/, ck, Jack and Rick TE 1-1 Theme 2 2b (Oct) Speaking and Listening Speaking and Listening Comprehension and Collaboration 1c Presentation of Knowledge and Ideas 4 Standard English 2d Fluency 4 Ask questions to clear up any confusion about the topics and texts under discussion. Describe familiar people, places, things, and events with relevant details, expressing ideas and feelings clearly. conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Read with sufficient accuracy and fluency to support comprehension. listen and ask questions about classmates' writing for classification (author's chair). listen and sequence the animals the child visits in the story. spell words with digraph /k/ ck and using phonograms -ick and - ink reread a story with expression and intonation for fluency and comprehension. Jack and Rick, TE 1-1 Theme 2 2b (Oct), Jack and Rick, TE1-1, Theme 2, Big Book:Let's Go Visiting 2b (Oct) Jack and Rick, TE 1-1 Theme 2 2b (Oct), Jack and Rick, TE 1-1, Theme 2 2b (Oct) Integration of illustrations and details in a story to use Knowledge and describe its characters, clues in the story to Ideas 7 setting, or events. draw conclusions. Todd's Box, TE 1-1 Theme 2 2c (Oct)
Range of Reading and Level of Text Complexity 10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. read for fluency and comprehension. Todd's Box, TE 1-1 Theme 2 2c (Oct) Range of Reading and Level of Text Complexity 10 Responding to 11 Print Concepts 1a Awareness Phonics and Word Recognition 2a 3f With prompting and support, read prose and poetry of appropriate complexity for grade 1. Make connections between self, text, and the world around them (text, media, social interaction). Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Distinguish long from short vowel sounds in spoken single-syllable words. Read words with inflectional endings. read for fluency and comprehension. extend the story by writing how they sometimes feel. identify telling sentences. to generate short vowel /o/ to identify inflections - ed, -ing Todd's Box, TE 1-1 Theme 2, Todd's Box, TE 1-1, Theme 2, Big Book: Ten Dogs in a Window Todd's Box, TE 1-1 Theme 2, Todd's Box, TE 1-1 Theme 2, Todds Box, TE 1-1 Theme 2 2c (Oct) 2c (Oct) 2c (Oct) 2c (Oct) 2c (Oct)
Production and With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details write a book about a class adventure using the writing process (prewrite, draft, Distribution of to strengthen writing as respond and revise, Todd's Box, TE 1-1 Writing Writing 5 needed. edit, publish). Theme 2 2c (Oct) Speaking and Listening Presentation of Knowledge and Ideas 4 Standard English 2d Key Ideas and Details 2 Key Ideas and Details 2 Describe familiar people, places, things, and events with relevant details, expressing ideas and feelings clearly. conventional spelling for words with common spelling patterns and for frequently occurring irregular words. sentence-level context as a clue to the meaning of a word or Retell stories, including key details, and demonstrate understanding of their central message or lesson. Retell stories, including key details, and demonstrate understanding of their central message or lesson. listen and explain why each dog is the perfect dog for each person in the story. spell words with short vowel /o/ o and using inflections -ed, -ing use high frequency words in sentences. sequence a story in the order in which events happen. sequence the events in a story to help retell the story. Harcourt Trophies,Todd's Box, TE 1-1, Theme 2, Big Book:Ten Dogs in a Window Todd's Box, TE 1-1 Theme 2 Todd's Box, TE 1-1 Theme 2 All That Corn, TE 1-1 Theme 2, All That Corn, TE 1-1, Theme 2, Big Book: Let's Go Visiting 2c (Oct) 2c (Oct) 2c (Oct) 2d (Oct) 2d (Oct)
Informational Range of Reading and Level of Text Complexity With prompting and support, read informational texts appropriately complex 10 for grade 1. read for information All That Corn, TE 1-1 Theme 2 2d (Oct) Awareness 2 Awareness 2a Fluency 4c Writing Production and Distribution of Writing 5 Standard English 1b understanding of spoken words, syllables, and sounds (phonemes) Distinguish long from short vowel sounds in spoken single-syllable words. context to confirm or self-correct word recognition and understanding, rereading as necessary. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. common, proper, and possessive nouns. to identify phonograms -all, -ill to generate vowel variant /o/ a learn to self correct as a reading strategy. write a book about a favorite foods using the writing process (prewrite, draft, respond and revise, edit, publish). identify the naming part of a sentence., All That Corn, TE 1-1 Theme 2, All That Corn, TE 1-1 Theme 2 All That Corn, TE 1-1 Theme 2 All That Corn, TE 1-1 Theme 2 All That Corn, TE 1-1 Theme 2 2d (Oct) 2d (Oct) 2d (Oct) 2d (Oct) 2d (Oct)
Standard English command of the conventions of standard English capitalization, punctuation, and 2 spelling when writing. recognize and read contractions with n't All That Corn TE 1-1 Theme 2 2d (Oct) Standard English 2d conventional spelling for words with common spelling patterns and for frequently occurring irregular words. spell words with variant /o/ a and using phonograms -all and - ill, and contraction n't sentence-level context as a clue to the write meaning of a word or high frequency words in story context. All That Corn, TE 1-1 Theme 2 All That Corn, TE 1-1 Theme 2 2d (Oct) 2d (Oct) Integration of Knowledge and Ideas 7 Integration of Knowledge and Ideas 7 Awareness 2a illustrations and details in a story to describe its characters, to describe the setting setting, or events. of a story. illustrations and details in a story to describe its characters, setting, or events. Distinguish long from short vowel sounds in spoken single-syllable words. Dan's Pet, TE 1-2 create mental images by using the details in the Dan's Pet, TE 1-2 text. to generate short vowel /e/, Dan's Pet, TE 1-2 3a (Nov) 3a (Nov) 3a (Nov)
Speaking and Listening Speaking and Listening Speaking and Listening Awareness 2b Comprehension and Collaboration 2 Presentation of Knowledge and Ideas 4 Presentation of Knowledge and Ideas 5 Orally produce singlesyllable words by blending sounds (phonemes), including consonant blends. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Describe familiar people, places, things, and events with relevant details, expressing ideas and feelings clearly. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. to generate initial blends with s listen and summarize the story. create mental images based on details in the text. share their drawing of an animal and read their sentence telling about the animal., Dan's Pet, TE 1-2 Harourt Trophies, Dan's Pet, TE 1-2,, Big Book: Where Does the Brown Bear Go? Dan's Pet, TE 1-2 Dan's Pet, TE 1-2 3a (Nov) 3a (Nov) 3a (Nov) 3a (Nov) Speaking and Listening Presentation of Knowledge and Ideas 6 Produce complete sentences when appropriate to task and situation. (See grade 1 standards 1 and 3 on page 26 for specific expectations.) dictate sentences using data/words displayed on a graph based of pets. Dan's Pet, TE 1-2 3a (Nov)
Standard English 1g Standard English 2d Key Ideas and Details 2 Key Ideas and Details 3 frequently occurring conjunctions (e.g., and, but, or, so, because). conventional spelling for words with common spelling patterns and for frequently occurring irregular words. sentence-level context as a clue to the meaning of a word or Retell stories, including key details, and demonstrate understanding of their central message or lesson. Describe characters, settings, and major events in a story, using key details. join two sentences utilizing the conjunction and spell words with short vowel /e/ e and using initial blends with s write high frequency words in story context. sequence and summarize events using details in the selection. identify cause and effect relationships based on text. Dan's Pet, TE 1-2 Dan's Pet, TE 1-2 Dan's Pet, TE 1-2 3a (Nov) 3a (Nov) 3a (Nov) Boots for Beth, TE 1-2 3b (Nov) Boots for Beth, TE 1-2 3b (Nov) Range of Reading and Level of Text Complexity 10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. read for fluency and comprehension. Boots for Beth, TE 1-2 3b (Nov) Print Concepts 1 understanding of the organization and basic features of print. sequence and arrange words in alphabetical order Boots for Beth, TE 1-2 3b (Nov)
understanding of spoken words, syllables, and sounds to identify, Boots for BethTE 1-2 Awareness 2 (phonemes) phonograms -est, -ent 3b (Nov) Writing Speaking and Listening Awareness 2 Phonics and Word Recognition 3a Responding to 11 Comprehension and Collaboration 1a understanding of spoken words, syllables, and sounds (phonemes) Know the spellingsound correspondences for common consonant digraphs. Create and present a poem, dramatization, art work, or personal response to a particular author or theme studied in class, with support as needed. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). to identify phonograms -est, -ept to identify digraph /th/ draw and write a sentence in response to the story. Boots for Beth, TE 1-2 3b (Nov), Boots for BethTE 1-2 3b (Nov) Boots for Beth, TE 1-2 3b (Nov) listen and read aloud their frog and toad dialogue Boots for Beth, TE 1- (author's chair). 2 3b (Nov)
Describe familiar people, places, things, listen and events with and share their, Presentation of relevant details, thoughts, feelings and Boots for Beth, TE 1- Speaking and Knowledge and expressing ideas and what they learned 2,, Big Listening Ideas 4 feelings clearly. about the story. Book: Sweet Dreams 3b (Nov) Standard English 2d Key Ideas and Details 2 Key Ideas and Details 3 conventional spelling for words with common spelling patterns and for frequently occurring irregular words. sentence-level context as a clue to the meaning of a word or Retell stories, including key details, and demonstrate understanding of their central message or lesson. Describe characters, settings, and major events in a story, using key details. spell words with digraph /th/ th and using phonograms -est, -ent use high frequency words in sentences. retell the story through pantomime - acting out the actions of the animals. identify cause and effect relationships based on text. Boots for Beth, TE 1-2 3b (Nov) Boots for Beth, TE 1-2 3b (Nov), Space Pup, TE 1-2,, Big Book: Where Does the Brown Bear Go? Space Pup, TE 1-2 3c (Nov) 3c (Nov) Range of Reading and Level of Text Complexity 10 Awareness 2a With prompting and support, read prose and poetry of appropriate complexity for grade 1. Distinguish long from short vowel sounds in spoken single-syllable words. read for fluency and comprehension. to generate short vowel /u/ u Space Pup, TE 1-2, Space Pup, TE 1-2 3c (Nov) 3c (Nov)
Awareness 2b Fluency Writing Speaking and Listening Production and Distribution of Writing 5 Presentation of Knowledge and Ideas 4 Orally produce singlesyllable words by blending sounds (phonemes), including consonant blends. Read grade-level text with purpose and understanding. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Describe familiar people, places, things, and events with relevant details, expressing ideas and feelings clearly. to generate initial blends with r reread parts of the story to help monitor comprehension write a class information book about dogs based on a class generated chart. describe and explain cause and effect relationships based on the story. Space Pup, TE 1-2 Space Pup, TE 1-2 Space Pup, TE 1-2 Space Pup, TE 1-2, 3c (Nov) 3c (Nov) 3c (Nov) 3c (Nov) Speaking and Listening Presentation of Knowledge and Ideas 6 Produce complete sentences when appropriate to task and situation. (See grade 1 standards 1 and 3 on page 26 for specific expectations.) identify the most interesting thing they learned about dogs and give a reason for their Space Pup, TE 1-2, opinion. 3c (Nov)
Standard English 1g Standard English 2d frequently occurring conjunctions (e.g., and, but, or, so, because). conventional spelling for words with common spelling patterns and for frequently occurring identify telling parts for two sentences utilizing the conjunction and spell words with short vowel /u/ u and using initial blends with r irregular words. sentence-level context as a clue to the read meaning of a word or high frequency words in context. Space Pup, TE 1-2 Space Pup, TE 1-2 Space Pup, TE 1-2 3c (Nov) 3c (Nov) 3c (Nov) Informational Key Ideas and Details 1 Awareness 2 Ask and answer questions about key details in a text. understanding of spoken words, syllables, and sounds (phonemes) identify and discuss story details to identify phonograms -ang, - ing Where Do Frogs Come From?, TE 1-2 Where Do Frogs Come From?, TE 1-2 (Dec) (Dec) Awareness 2b Orally produce singlesyllable words by blending sounds (phonemes), including consonant blends. to generate dipthongs /ng/ ng Where Do Frogs Come From?, TE 1-2 (Dec)
Speaking and Listening Presentation of Knowledge and Ideas 6 Standard English 2 Standard English 2 Standard English 2d Standard English 2d Produce complete sentences when appropriate to task and situation. (See grade 1 standards 1 and 3 on page 26 for specific expectations.) command of the conventions of standard English capitalization, punctuation, and spelling when writing. command of the conventions of standard English capitalization, punctuation, and spelling when writing. conventional spelling for words with common spelling patterns and for frequently occurring irregular words. conventional spelling for words with common spelling patterns and for frequently occurring irregular words. listen and share their opinions on the way the story ended and explain wy they feel that way. be guided in writing a complete sentence about an animal with correct capitalization and punctuation. identify and write complete sentences with capitalization and punctuation. Where Do Frogs Come From?, TE 1-2 Big Book: The Ugly Duckling Where Do Frogs Come From? TE 1-2 Where Do Frogs Come From? TE 1-2 look for familiar parts of words Where Do Frogs to help them read new Come From? TE 1-2 words. spell words with dipthong - ng and using phonograms -ang, - ing Where Do Frogs Come From? TE 1-2 (Dec) (Dec) (Dec) (Dec) (Dec)
Informational 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. sentence-level context as a clue to the meaning of a word or Integration of the illustrations Knowledge and and details in a text to Ideas 7 describe its key ideas. tell the different words the author uses to tell about nighttime. review and read high frequency words in context. use the pictures in the story to understand the life cycle of a frog., Where Do Frogs Come From? TE 1-2,, Big Book: Where do Brown Bears Go? Where Do Frogs Come From?, TE 1-2, Where Do Frogs Come From?TE 1-2, (Dec) (Dec) (Dec) Integration of Knowledge and Ideas 7 illustrations and details in a story to describe its characters, setting, or events. identify and get to know the characters are in a story Try Your Best, TE 1-2 4b (Dec) Range of Reading and Level of Text Complexity 10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. understanding of spoken words, syllables, and sounds Awareness 2 (phonemes) Phonics and Word Recognition 3b Decode regularly spelled one-syllable words. read for fluency and comprehension. to generate the sound for R-Controlled vowel /or/ or, ore blend and read CVC - CVCC words. Try Your Best, TE 1-2 Try Your Best, TE 1-2 Try Your Best, TE 1-2 4b (Dec) 4b (Dec) 4b (Dec)
Phonics and Word Recognition 3e Decode two-syllable words following basic patterns by breaking the words into syllables. recognize, decode, and build compound words. Harcount Trophies Try Your Best, TE 1-2 4b (Dec) Fluency 4c Writing Speaking and Listening Speaking and Listening Responding to 11 Comprehension and Collaboration 2 Comprehension and Collaboration 3 Standard English 1b context to confirm or self-correct word recognition and understanding, rereading as necessary. Create and present a poem, dramatization, art work, or personal response to a particular author or theme studied in class, with support as needed. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. common, proper, and possessive nouns. learn to self correct as a reading strategy. Try Your Best, TE 1-2 draw and write about a sport they would like Try to learn in response to Your Best, TE 1-2 the story. list all of the animals' names in the story. listen to sentences about sports day and ask questions to gather additional information (author's chair). identify and read nouns., Try Your Best, TE 1-2,, Big Book: Sweet Dreams Try Your Best, TE 1-2 Try Your Best, TE 1-2 4b (Dec) 4b (Dec) 4b (Dec) 4b (Dec) 4b (Dec)
conventional spelling for words with common spelling patterns and for frequently occurring spell words with r controlled vowel /or/, or, ore, CVC - CVCC words, Try Your Best, TE 1-2 Standard English 2d irregular words. and compound words 4b (Dec) Standard English 2b sentence-level context as a clue to the use high meaning of a word or frequency words in sentences end punctuation for sentences. Try Your Best, TE 1-2 draw and write about a sport they would like to learn in response to the story using Try appropriate end Your Best, TE 1-2 punctuation.. 4b (Dec) 4b (Dec) Informational Ask and answer Key Ideas and questions about key Details 1 details in a text. answer questions and identify details about the life cycle of a frog Fun With Fish, TE 1-2 4c (Dec) Awareness Phonics and Word Recognition 2b 3a Orally produce singlesyllable words by blending sounds (phonemes), including consonant blends. Know the spellingsound correspondences for common consonant digraphs. to generate initial blends with s and r to identify digraph /sh/ sh Fun with Fish, TE 1-2 Fun with Fish, TE 1-2 4c (Dec) 4c (Dec)
Fluency 4b Read grade-level text with purpose and understanding. reread the story for better understanding and fluency. Fun With Fish, TE 1-2 4c (Dec) Writing Text Types and Purposes 3 Standard English 1b Standard English 2d 5 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. common, proper, and possessive nouns. conventional spelling for words with common spelling patterns and for frequently occurring irregular words. sentence-level context as a clue to the meaning of a word or With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. create a story map to help them work together to write a story about fish using the writing process (prewrite, draft, respond and revise, proofread, publish). identify words for people and places as nouns. spell words with digraph /sh/ sh and using initial blends with s and r write high frequency words in story context. recognize synonyms. Fun With Fish, TE 1-2 Fun With Fish, TE 1-2 Fun With Fish, TE 1-2 Fun With Fish, TE 1-2 4c (Dec) 4c (Dec) 4c (Dec) 4c (Dec), Fun with Fish, TE 1-2,, Big Book, Sweet Dreams 4c (Dec)
5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) understand that there by defining or choosing are many words they them or by acting out can use to say the the meanings. same thing. Fun with Fish, TE 1-2, Big Book: Sweet Dreams 4c (Dec) Integration of Knowledge and Ideas 7 illustrations and details in a story to describe its characters, setting, or events. make and confirm predictions based on text and prior knowledge. I Am A Butterfly, TE 1-3 Theme 4 5a (Jan) Awareness Phonics and Word Recognition 2b 3a Orally produce singlesyllable words by blending sounds (phonemes), including consonant blends. Know the spellingsound correspondences for common consonant digraphs. to recognize and read words that have initial blends with l to identify digraph /ch/ ch, tch I Am A Butterfly, TE 1-3 Theme 4 5a (Jan) I Am A Butterfly, TE 1-3 Theme 4 5a (Jan)
Writing Writing Writing Text Types and Purposes 2 Production and Distribution of Writing 5 Responding to 11 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Create and present a poem, dramatization, art work, or personal response to a particular author or theme studied in class, with support as needed. generate a chart categorizing animal traits and wirte notes based on the chart about animals. write a report about the life cycle of a butterfly. create riddles based on the notes they wrote about the animal. I Am A Butterfly, TE 1-3 Theme 4 5a (Jan) I Am A Butterfly, TE 1-3 Theme 4 5a (Jan) I Am A Butterfly, TE 1-3 Theme 4 5a (Jan) Speaking and Listening Comprehension and Collaboration 3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. listen to riddles about animals and ask questions when necessary (author's chair). I Am A Butterfly, TE 1-3 Theme 4 5a (Jan)
Presentation of Add drawings or other visual displays to descriptions when appropriate to clarify move and name their body I Am A Butterfly, TE 1- Speaking and Knowledge and ideas, thoughts, and parts and list them on 3 Theme 4 Big Book: Listening Ideas 5 feelings. a chart. From Head To Toe 5a (Jan) Standard English 1b Standard English 2d common, proper, and possessive nouns. conventional spelling for words with common spelling patterns and for frequently occurring irregular words. identify words for animals and things as nouns. spell words with digraph /ch/, ch, tch and using initial blends with l I Am A Butterfly, TE 1-3 Theme 4 5a (Jan) I Am A Butterfly, TE 1-3 Theme 4 5a (Jan) Informational 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. sentence-level context as a clue to the meaning of a word or Integration of the illustrations Knowledge and and details in a text to Ideas 7 describe its key ideas. look for parts of words that they do know when reading big words that they do not know. write high frequency words in a sentence to reinforce meaning. I Am A Butterfly, TE 1-3 Theme 4 5a (Jan) I Am A Butterfly, TE 1-3 Theme 4 5a (Jan) use the pictures in the story to, I understand the stages Am a Butterfly, TE 1- of a butterfly. 3, Theme 4 5a(Jan)
Writing Key Ideas and Details 3 Integration of Knowledge and Ideas 7 Range of Reading and Level of Text Complexity 10 Awareness 2 Phonics and Word Recognition 3f Responding to 11 Describe characters, settings, and major events in a story, using key details. illustrations and details in a story to describe its characters, setting, or events. With prompting and support, read prose and poetry of appropriate complexity for grade 1. understanding of spoken words, syllables, and sounds (phonemes) Read words with inflectional endings. Create and present a poem, dramatization, art work, or personal response to a particular author or theme studied in class, with support as needed. listen to and retell the story by describing what happens on each page of the book. use story details and prior knowledge to make inferences about the setting. read for fluency and comprehension. to generate the sound for R-Controlled vowel /ar/ ar to discriminate between words with different patterns and drop final e to add inflections -ed, -ing compose a poem about one of the characters in the story and read it aloud to the class. Did You See Chip?, TE 1-3 Theme 4 Big Book: Little White Dog 5b (Jan) Did You See Chip?, TE 1-3 Theme 4 5b (Jan) Did You See Chip? TE 1-3 Theme 4 5b (Jan) Did You See Chip?, TE 1-3 Theme 4 5b (Jan) Did You See Chip?, TE 1-3 Theme 4 5b (Jan) Did You See Chip? TE 1-3 Theme 4 5b (Jan)
Speaking and Listening Presentation of Knowledge and Ideas 6 Standard English 1b Standard English 2d Produce complete sentences when appropriate to task and situation. (See grade 1 listen to standards 1 the story and answer and 3 on page 26 for questions in complete specific expectations.) sentences. identify one and more than one and write words in sentences. common, proper, and possessive nouns. conventional spelling for words with common spelling patterns and for frequently occurring irregular words. sentence-level context as a clue to the use high meaning of a word or frequency words in sentences. Did You See Chip, TE 1-3 Theme 4 Read-Aloud Anthology "We Were Tired of Living in A House" 5b (Jan) Did You See Chip?, TE 1-3 Theme 4 5b (Jan) spell words with r controlled vowel /ar/ ar and using inflections -s, - ed, -ing Did You See Chip?, TE 1-3 Theme 4 5b (Jan) Did You See Chip?, TE 1-3 Theme 4 5b (Jan) Phonics and Word Recognition 3g 4c Recognize and read grade-appropriate irregularly spelled words. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). understand that some words do not follow the same patterns as other words. identify the base word in words to understand how they are different in their inflectional forms., Did You See Chip, TE1-3, Theme 4, Did You See Chip? TE 1-3, Theme 4 5b (Jan) 5b (Jan)
Integration of Knowledge and Ideas Compare and contrast the adventures and experiences of 9 characters in stories. listen to a poem about a girl and compare and contrast her with Tomas. Tomas Rivers, TE 1-3 Theme 4 Read- Alound Anthology "My Family" 5c (Jan) Informational Informational Key Ideas and Details 2 Key Ideas and Details 2 Identify the main topic and retell key details of a text. Identify the main topic and retell key details of a text. recall details retell, summarize, and state the main topic. recall the sequence of events to help them retell the story. Tomas Rivers, TE 1-3 Theme 4 5c (Jan) Tomas Rivers, TE 1-3 Theme 4 Read- Alound Anthology "My Family" 5c (Jan) Informational Distinguish between information provided by pictures or other illustrations and Craft and information provided Structure 6 by the words in a text. understand that pictures show what a person looks like and help explain what the character's life is like. Tomas Rivera, TE 1-3 Theme 4 5c (Jan) Awareness Phonics and Word Recognition 2b 3a Orally produce singlesyllable words by blending sounds (phonemes), including consonant blends. Know the spellingsound correspondences for common consonant digraphs. to generate initial blends with l to generate the sounds of digraphs /kw/ qu, /hw/ wh Tomas Rivera, TE 1-3 Theme 4 5c (Jan) Tomas Rivera, TE 1-3 Theme 4 5c (Jan)
Phonics and Word Recognition 3f Common Core Learning Standards understand that the ending -es can be added to base words and read words with the infelctional ending -Tomas Rivera, TE 1-3 Writing Speaking and Listening Responding to 11 Comprehension and Collaboration 1d Standard English 2a Standard English 2d Read words with inflectional endings. Create and present a poem, dramatization, art work, or personal response to a particular author or theme studied in class, with support as needed. Seek to understand and communicate with individuals from different cultural backgrounds. es create riddles using descriptive language about an object. talk about times when family members work together and do nice things for them. use capital letters to begin special names and titles. Capitalize dates and names of people. conventional spelling for words with spell common spelling words with digraph patterns and for /kw/ qu, /hw/, wh and frequently occurring using initial blends irregular words. with l sentence-level context as a clue to the use high meaning of a word or frequency words in sentences. Theme 4 5c (Jan) Tomas Rivera, TE 1-3 Theme 4 5c (Jan) Tomas Rivera, TE 1-3 Theme 4 5c (Jan) Tomas Rivera, TE 1-3 Theme 4 5c (Jan) Tomas Rivera, TE 1-3 Theme 4 5c (Jan) Tomas Rivera, TE 1-3 Theme 4 5c (Jan)
Harcourt Integration of Knowledge and Identify the reasons an understand that we author gives to support honor and remember Trophies,Tomas Rivera, TE 1-3, Informational Ideas 8 points in a text. important people. Theme4 5c(Jan) Integration of illustrations and details in a story to identify Knowledge and describe its characters, where and when a Ideas 7 setting, or events. story takes place. On the Way to the Pond, TE 1-3 Theme 4 5d (Jan) Range of Reading and Level of Text Complexity 10 Awareness 2 With prompting and support, read prose and poetry of appropriate complexity for grade 1. understanding of spoken words, syllables, and sounds (phonemes) read for fluency and comprehension. On the Way to the Pond, TE 1-3 Theme 4 to generate the sound On for R-Controlled vowel the Way to the Pond, /ur/, er, ir, ur TE 1-3 Theme 4 5d (Jan) 5d (Jan) Fluency Writing Responding to 11 Read grade-level text with purpose and understanding. Create and present a poem, dramatization, art work, or personal response to a particular author or theme studied in class, with support as needed. read ahead if they do not On understand something the Way to the Pond, that is happening. TE 1-3 Theme 4 write an invitation to a picnic and draw a picture to show what will happen at the picnic. On the Way to the Pond, TE 1-3 Theme 4 5d (Jan) 5d (Jan)
command of the conventions of standard English capitalization, punctuation, and Standard English 2 spelling when writing. recognize and read contractions with 've, 're On the Way to the Pond, TE 1-3 Theme 4 5d (Jan) Standard English 2a Standard English 2d recognize and capitalize words that name special places. Capitalize dates and names of people. conventional spelling for words with spell common spelling words with r controlled patterns and for vowel /ur/, er, ir, ur, frequently occurring and using irregular words. contractions 've, 're sentence-level context as a clue to the use high meaning of a word or frequency words in sentences. On the Way to the Pond, TE 1-3 Theme 4 5d (Jan) On The Way To The Pond, TE 1-3 Theme 4 5d (Jan) On the Way to the Pond, TE 1-3 Theme 4 5d (Jan) Explain major differences between books that tell stories and books that give information, drawing Craft and on a wide reading of a Structure 5 range of text types. understand elements of fact and fiction in a story. Friends Forever, TE 1-3 Theme 4 6a (Feb) Range of Reading and Level of Text Complexity 10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. read for fluency and comprehension. Friend's Forever, TE 1-3 Theme 4 6a (Feb)
understanding of spoken words, syllables, and sounds generate the sounds of syllable Friends Forever, TE 1- Awareness 2 (phonemes) /el/ el 3 Theme 4 6a (Feb) Phonics and Word Recognition 3f Fluency Writing Responding to 11 Standard English 2 Standard English 2d Read words with inflectional endings. Read grade-level text with purpose and understanding. Create and present a poem, dramatization, art work, or personal response to a particular author or theme studied in class, with support as needed. command of the conventions of standard English capitalization, punctuation, and spelling when writing. conventional spelling for words with common spelling patterns and for frequently occurring irregular words. understand -er and - est endings. reread any parts of the story to help them understand the text. create cartoons of friends doing an activity together and write dialogue in speech balloons. learn the names of the days of fhe week and write the names correctly. spell words with syllable /l/ le and using inflections -er, -est Friends Forever, TE 1-3 Theme 4 6a (Feb) Friends Forever, TE 1-3, Theme 4 6a (Feb) Friends Forever, TE 1-3, Theme 4 6a (Feb) Friends Forever, TE 1-3 Theme 4 6a (Feb) Friends Forever, TE 1-3 Theme 4 6a (Feb)
sentence-level context as a clue to the use high meaning of a word or frequency words in sentences. Friemds Forever, TE 1-3 Theme 4 6a (Feb) Phonics and Word Recognition 3d knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. blend sounds into words, listening for different syllables., Friends Forever, TE 1-3, Theme 4 6a (Feb) Integration of Knowledge and Ideas 7 Integration of Knowledge and Ideas 7 Range of Reading and Level of Text Complexity 10 Awareness 2a illustrations and details in a story to identify describe its characters, and describe setting, or events. characters in a story. illustrations and details in a story to describe its characters, setting, or events. With prompting and support, read prose and poetry of appropriate complexity for grade 1. Distinguish long from short vowel sounds in spoken single-syllable words. make and confirm predictions based on text, pictures, and prior knowledge. read for fluency and comprehension. to generate long vowel /o/, ow, oa The Fox and the Stork, TE 1-3 Theme 4 6b (Feb) The Fox and the Stork, TE 1-3 Theme 4 6b (Feb) Fox and the Stork, TE 1-3 Theme 4 6b (Feb) The Fox and the Stork TE 1-3 Theme 4 6b (Feb) Awareness 2b Orally produce singlesyllable words by blending sounds (phonemes), including consonant blends. to read words with blends with s and r The Fox and the Stork TE 1-3 Theme 4 6b (Feb)
Create and present a poem, dramatization, art work, or personal response to a particular author or theme studied in class, work The Fox and the Writing Responding to with support as 11 needed. together to make and illustrate a class play. Stork, TE 1-3 Theme 4 6b (Feb) Speaking and Listening Comprehension and Collaboration 2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. listen, summarize, and extend a read aloud about foxes. The Fox and the Stork, TE 1-3 Theme 4 6b (Feb) Standard English 2a Standard English 2d learn the names of months and understand that the names of the months begin with a capital letter Capitalize dates and names of people. conventional spelling for words with spell common spelling words with long vowel patterns and for /o/ ow, oa and using frequently occurring initial blends with s irregular words. and r sentence-level context as a clue to the use high meaning of a word or frequency words in sentences. The Fox and the Stork, TE 1-3 Theme 4 6b (Feb) The Fox and the Stork, TE 1-3 Theme 4 6b (Feb) The Fox and the Stork, TE 1-3 Theme 4 6b (Feb)
Awareness 2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. blend sounds into words to read and write words., The Fox and The Stork, TE 1-4, Theme 5 6b (Feb) Integration of illustrations and details in a story to make and confirm Knowledge and describe its characters, predictions based on Ideas 7 setting, or events. illustrations and text. Range of Reading and Level of Text Complexity 10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. read for fluency and comprehension. A Bed Full of Cats, TE 1-4 Theme 5 6c (Feb) A Bed Full of Cats, TE 1-4 Theme 5 6c (Feb) understanding of the organization and basic Print Concepts 1 features of print. Awareness 2a Distinguish long from short vowel sounds in spoken single-syllable words. alphabetize words by the first letter. to generate long vowel /e/ e, ee,ea A Bed Full of Cats, TE 1-4, Theme 5 6c (Feb) A Bed Full of Cats, TE 1-4 Them 5 6c (Feb) Writing Text Types and Purposes 2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. write a news headline about a real or imaginary thing happening in school or in the community. A Bed Full of Cats, TE 1-4 Theme 5 6c (Feb)
Standard English command of the conventions of standard English capitalization, punctuation, and 2 spelling when writing. recognize and read contractions with 's, n't, 'll A Bed Full of Cats, TE 1-4 Theme 5 6c (Feb) Standard English 2 Standard English 2d 5c command of the conventions of standard English capitalization, punctuation, and spelling when writing. conventional spelling for words with common spelling patterns and for frequently occurring irregular words. sentence-level context as a clue to the meaning of a word or Identify real-life connections between words and their use (e.g., note places at home that are cozy). be introduced to using capital letters to begin the names of holidays. A Bed Full of Cats, TE 1-4 Theme 5 6c (Feb) spell words with long vowel A /e/ e, ee, ea and using Bed Full of Cats, TE 1- contractions 's, n't, 'll 4 Theme 5 6c (Feb) use high frequency words in sentences. use descriptive words to name items they are familiar with. A Bed Full of Cats, TE 1-4 Theme 5 6c (Feb), A Bed Full of Cats, TE 1-4, Theme 5 6c (Feb)
Informational Craft and Structure Know and use the various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in 5 a text. use a dictionary to help them alphabetize words., A bed Full of Cats, TE 1-4, Theme 5 6c(Feb) Phonics and Word Recognition 3c Know final -e and common vowel team conventions for representing long vowel sounds. understand that the -e is silent and is a clue that the -a will probably stand for the long vowel sound of - a., Me On The Map, TE 1-4, Theme 5 7a (Mar) Informational 5b Range of Reading and Level of Text Complexity 10 Awareness 2 Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). With prompting and support, read informational texts appropriately complex for grade 1. understanding of spoken words, syllables, and sounds (phonemes) understand that objects can be grouped together because they are alike. read for information to discriminate between different words with different patterns -ate, -ake Me on the Map, TE 1-4 Theme 5 Me on the Map, TE 1-4 Theme 5 Me on the Map, TE 1-4 Theme 5 7a (Mar) 7a (March) 7a (March)
Awareness 2a Distinguish long from short vowel sounds in spoken single-syllable words. to generate long vowel /a/ a-e Me on the Map, TE 1-4 Theme 5 7a (March) Phonics and Word Recognition 3f Read words with inflectional endings. recognize and read words with inflections - ed and -ing. Me on the Map, TE 1-4 Theme 5 7a (March) Writing Speaking and Listening Text Types and Purposes 1 Comprehension and Collaboration 1a Standard English 1d Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them their; anyone, everything). write an advertisement that would make someone want to visit their favorite place. share and listen to their advertisements about a favorite place. follow agreed-upon rules for listening. understand and use the pronouns I and me. Me on the Map, TE 1-4 Theme 5 Me on the Map, TE 1-4 Theme 5 Me on the Map, TE 1-4 Theme 5 7a (March) 7a (March) 7a (March)
conventional spelling for words with common spelling patterns and for frequently occurring spell words with long vowel /a/ a-e, and using phonograms -ake, - ate, and inflections - Me on the Map, TE 1-4 7a Standard English 2d irregular words. ed, -ing Theme 5 (March) 5a sentence-level context as a clue to the meaning of a word or use high frequency words in sentences. Sort words into categories (e.g., colors, clothing) to gain a sense of the sort concepts the information into categories represent. categories. Me on the Map, TE 1-4 Theme 5 Me on the Map, TE 1-4 Theme 5 7a (March) 7a (March) Informational Identify basic similarities in and differences between two texts on the same topic (e.g., in Integration of illustrations, Knowledge and descriptions, or Ideas 9 procedures). gather information about different homes people live in and understand similarities and differences about homes animals live in., At Home Around the World TE 1-4, Theme 5,Teacher Read Aloud,Our homes Are Holes 7b (Mar) Standard English 2c Key Ideas and Details 3 commas in dates and to separate single words in a series. Describe characters, settings, and major events in a story, using key details. use commas appropriately when writing a friendly letter. listen and identify the different places the story takes place., At Home Around the World TE 1-4, Theme 5 7b (Mar) At Home Around the World, TE 1-4 Theme 5 Big Book: On a Hot Hot Day 7b (March)
Distinguish long from short vowel sounds in At Home Around the spoken single-syllable to generate long World, TE 1-4 Theme 7b Awareness 2a words. vowel /i/ y 5 (March) Writing Phonics and Word Recognition 3f Production and Distribution of Writing 5 Standard English 1d Standard English 2d Read words with inflectional endings. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them their; anyone, everything). conventional spelling for words with common spelling patterns and for frequently occurring irregular words. add inflections -es, -ed, - ing to words that end in y and build and read those words. At Home Around the World, TE 1-4 Theme 5 use the writing process (prewrite, draft, At respond and revise, Home Around the proofread, publish) to World, TE 1-4 Theme create a friendly letter. 5 understand and use he, she, it and they. spell words with long vowel /i/ y and using inflections -ed, -ing At Home Around the World, TE 1-4 Theme 5 At Home Around the World, TE 1-4 Theme 5 7b (March) 7b (March) 7b (March) 7b (March)